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est elements of the psychic life suggest the need once more of a new philosophy of education, or, at the least, a greatly increased recognition and application of the philosophy we already have. Before the war there was a sense of security and the feeling that our education was adequate to meet all demands. We were proud of our educational system. Our democratic ideals, people said, were safe in the hands of the public school. Industrial education was meeting fairly well the needs of the industrial life. There were no very pressing class problems. The troubles of capital and labor, although always threatening, seemed to demand no educational interference. The religious problem was temporarily not acute. Aesthetic forms had been attended to in the curriculum sufficiently to meet the demands of the day. Hygiene and physical education and individual attention seemed to be making rapid advances. All of these had been influenced by the scientific methods of treating educational questions. On the whole we seemed to have a good school. But now the question must be asked whether this school of yesterday will be adequate to meet the needs of to-morrow; whether new conditions do not call for new thought, new philosophy, new schools. These things of course cannot be had for the asking. We cannot give orders to genius to produce them for us. But a generation that does not hope for them, we might suspect of not having realized what the war has cost. For so great a price paid have we not a right to expect much in return, especially if we are willing to regard the war as a lesson rather than as a debt to us, and bend all our energies to make it count for a better civilization? We may already see in a general way what the effect of the war is to be upon the mind of the educator. The journals begin to be filled with plans for the participation of the school in the work of reconstruction. There are many suggestions for the improvement of the school. Industrial education, the classics, history, military education, social education are all being discussed. Evidently many minds are at work. Some of them, indeed many of them, are apparently most concerned about what changes we shall make at once in the day's work of the school. Many wish to know what we are going to do now with Latin, or history, and how we can improve the method of teaching in this or that particular. But there are some deeper notes. Thinkers are asking elementary quest
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